Males comprise less than 2% of the early childhood classroom teacher population. This research explored the experiences of male teachers from career exploration to classroom teaching. The purpose of the study included discovery of the influences motivating choice to teach in the early childhood education field. Five male teachers who have taught, or are currently teaching, in the early childhood classroom of licensed, group child care facilities in the upper Midwest of the United States were interviewed in this phenomenological, purposive study. Perceptions and assumptions of male teachers resonated with the study participants, but the children they cared for in the classroom provided the greatest influence on their motivation to stay. Study participants identified essential characteristics of a successful early childhood teacher, as teacher himself and professional colleague, while shedding light on involvement in an engaging classroom. Results of the findings included the charge to change the language of the child care profession and recognized that a teacher of early childhood is a professional, a role model, uses play for learning, and is not doing women's work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]